Anchored in Mindfulness: Being "Mindful" When Crafting Social Media Arguments
A Question for Readers and Writers: How Often Do You Use Social Media to Craft Digital Arguments?
If you are like me, the answer is "not often". I often keep opinions offline when consuming digital content. I consider myself to be a digital reader, however, I am guilty of not considering social media to be a tool for strengthening my skills as a writer. Turner and Hicks (2017) believe that participating in digital arguments can either present opportunities to improve cultural dialogue or continue to create cultural divides. Writers must practice mindfulness when crafting digital arguments.
In this post, we will break down things to consider when crafting digital arguments on social media. We will focus on the acronym MINDFUL, as referenced in Turner and Hicks (2017), Argument in the Real World. We will look at each idea and consider best practices for crafting arguments on social media.
(Heinemann, 2017)
Monitor
Who is my audience and why am I writing to them?
- As you begin to craft a digital argument using a social media platform, it is important to consider your audience and purpose for writing.
Let's begin by "reading the room". Locate your target audience and decide why you are presenting your digital argument.
Identify
What is my claim and how can I make that clear?
- Upon identifying your audience and purpose, establish a clear claim for readers.
Keep your audience engaged by having a clear stance on your chosen topic. Consider forms of media that would help to clearly state your claim. Is written text enough to state your claim? Writers often include visual media to support their ideas. When using visual media, remember to consider how to appropriately cite the original source.
Note
What evidence do I have and how does it support my claim?
- When articulating your claim, it is important to consider supporting evidence.
Have you considered the validity of your claim? To make a strong argument, digital writers should present supporting evidence using multiple sources. Make sure to do your research and find sources that will best support your argument.
Determine
Does my evidence connect to my claim?
- Avoid confirmation bias when stating your evidence. Consider other points of view.
Writers should always consider other points of view when providing supporting evidence. Will these other points of view stack up to your claim? How can you provide a stronger argument to convince your readers to agree with your claim?
Facts
What facts am I presenting and can they be verified?
- Ensure that all evidence is factual and can be verified by multiple sources.
In our digital world, we are consumed with misinformation. When using sources to support your claim, ensure that the sources are credible. Turner and Hicks (2017) believe that simple acts of sharing information make a claim to the reader, whether the claim comes from a credible source, or if it is a form of misinformation. Schemm (2023) encourages readers to consider the following ideas when identifying credible sources:
- Upon initial reading, determine if the information is good or bad.
- Investigate the source. What have others said about this source?
- Identify other information sources that reference this particular source. Determine if other information sources contest the original source.
Schemm (2023).
Understand
How might readers respond to my argument?
- Consider the outcome of sharing your argument. Anticipate responses with opposing views.
Some readers may disagree with your claim. Determine how you might make careful decisions about responses to your argument. According to Anderson et al. (2023), The quality of one's argumentative writing improves when writers remain open to different perspectives and recognize that different perspectives can co-exist.
Leverage
How can I use my argument to encourage further action?
- Consider the impact of your argument on your digital network.
Determine how your claim might influence readers. Consider how your claim might move beyond a single post. What outcome are you anticipating as a result of your argument? What other readers and writers can you connect with who support your claim? How can your digital argument leave the internet and make a difference in the real world?
I leave you with a video to conclude this post. The video below is a TEDx talk by Will Trevor from Tufts Gordon Institute. The sketch prompts listeners to consider if "good" social media arguments are possible. As a reader and writer, use the information above, the following video, and your own research to consider for yourself if this is possible.
References
Anderson, R. C., Chaparro, E. A., Smolkowski, K., & Cameron, R. (2023). Visual thinking and argumentative writing: A social-cognitive pairing for student writing development. Grantee Submission, 55. https://doi-org.ezproxy.montevallo.edu/10.1016/j.asw.2023.100694
Heinemann. (2017). How to be mindful readers and writers of social media. [Infographic]. Heinemann Publishing. https://medium.com/@heinemann/seriously-seriously-fef109d46e30#.z0zx5scb9
Schemm, N. (2023) Identifying credible sources q&a. Social Sciences Librarian. (2023). Professional Safety, 68(2), 18–20.
TEDx (2022). Can we have good arguments on social media? [Video].Youtube. https://www.youtube.com/watch?v=7-PfAPwtWwc&t=702s
Turner, H., & Hicks, T. (2017). Argument in the Real World: Teaching adolescents to read and write digital texts. Heinemann.
I completely agree! I keep my opinions to myself when it comes to social media! I have seen many of the negative effects of Social media and keyboard warriors. But I do agree with our text that social media can be used for good to enhance our classroom and our lessons. But clear expectations must be set and parameters must be followed to ensure the safety of our students with the use of social media!
ReplyDeleteTurner, K.H., & Hicks, T. (2017). Teaching adolescents to read and write digital texts: Argument in the real world. Heinemann
I enjoyed reading your blog. I especially liked your comment that digital arguments can be used to "improve cultural dialogue" or "create cultural divides." That is so true, and an excellent reason to teach our students to be responsible digital writers. Turner and Hicks state, "Individuals often respond emotionally to what they read in social networks, posting or reposting without critically analyzing the argument being made" (2017, p. 104). Teaching students to use the MINDFUL technique can help them use social media for good instead of evil. According to Rowland et al., "There is still ... a substantial need for understanding best practices for using social media to enhance teaching and learning in formal secondary classrooms" (2017, p. 103). The MINDFUL technique that you presented here is a great tool for teachers as we try to leverage social media in our lessons.
ReplyDeleteRowland, A., Craig-Hare, J., Ault, M., Ellis, J., & Bulgren, J. (2017). Social media: How the next generation can practice argumentation. Educational Media International, 54(2), 99–111.
Turner, K.H., & Hicks, T. (2017). Teaching adolescents to read and write digital texts: Argument in the real world. Heinemann.
The above comment was posted by Amanda Rodriguez.
DeleteTanishia, thank you for your research and views on this hot topic in education right now! I have never really considered social media to be a tool for me to enhance my writing skills either. I think that goes to show how much we overlook social media and the ways we can use it in our classrooms as well. Social media isn't the magic cure for teaching writing, but I definitely think it has a place with today's students when taught with digital citizenship. To promote an effective use of social media in the classroom (raising engagement while avoiding disaffection), teachers need to design the learning activities aligning the use of social media with the learning goals (Rodriguez-Triana, Prieto, Holzer, & Gillet, 2020).
ReplyDeleteReferences:
Rodriguez-Triana, M. J., Prieto, L. P., Holzer, A., & Gillet, D. (2020). Instruction, Student Engagement, and Learning Outcomes: A Case Study Using Anonymous Social Media in a Face-to-Face Classroom. IEEE Transactions on Learning Technologies, 13(4), 718–733.